Monografico con el titulo: 'La Alfabetizacion Tecnologica y el desarrollo regional'. Resumen basado en el de la publicacion
题为“技术素养与区域发展”的专著。基于出版物的摘要
{"title":"Redes comunitárias de banda larga : um contributo para o desenvolvimento regional em Portugal. 'Redes comunitarias de banda ancha : una contribución para el desarrollo regional en Portugal'","authors":"F. Nunes","doi":"10.14201/EKS.7517","DOIUrl":"https://doi.org/10.14201/EKS.7517","url":null,"abstract":"Monografico con el titulo: 'La Alfabetizacion Tecnologica y el desarrollo regional'. Resumen basado en el de la publicacion","PeriodicalId":31520,"journal":{"name":"Voces de la educacion","volume":"65 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2010-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74147445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Computer equipment and their peripherals are designed for use by a single user, there is only one keyboard, only one mouse, and of course, a single screen. Therefore in the moment to provide a literacy class, the best option seems to be one computer per person. So each student seemed to learn more, have greater interaction with media, and therefore more learning time. But, Is it possible to have the number of computer needed for each student, always? Is it really essential the Single Computers in classroom for effective learning? Thanks to the experience in lot of adults´ literacy courses, using a methodology consistent with the goal of learning, we show a good formative experience, which although obvious, it allows us to realize factors such as the shortage of technological resources, adult psychology and the need to educate not only new technological capabilities but also to transmit values essential to ease management in the knowledge society.
{"title":"BUENAS PRÁCTICAS TIC. LA ALFABETIZACIÓN DIGITAL EN MAYORES","authors":"Félix Huelves Martín","doi":"10.14201/EKS.7508","DOIUrl":"https://doi.org/10.14201/EKS.7508","url":null,"abstract":"Computer equipment and their peripherals are designed for use by a single user, there is only one keyboard, only one mouse, and of course, a single screen. Therefore in the moment to provide a literacy class, the best option seems to be one computer per person. So each student seemed to learn more, have greater interaction with media, and therefore more learning time. But, Is it possible to have the number of computer needed for each student, always? Is it really essential the Single Computers in classroom for effective learning? Thanks to the experience in lot of adults´ literacy courses, using a methodology consistent with the goal of learning, we show a good formative experience, which although obvious, it allows us to realize factors such as the shortage of technological resources, adult psychology and the need to educate not only new technological capabilities but also to transmit values essential to ease management in the knowledge society.","PeriodicalId":31520,"journal":{"name":"Voces de la educacion","volume":"53 2 1","pages":"48-65"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89667714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Technologies of Information and Communication (ICT) become in the information society a change agent. In this context, ICTs should become teaching tools in order to help the teacher to achieve quality education. Being aware of the importance of the teachers' mastery of the digital skills, we have conducted a study about the mastery of the ICTs that the students in the third year of the degree of teacher training of the University of Vigo have. In order to do this we have taken into account the knowledge acquired, the frequency of use of certain tools, their level of proficiency in four areas of knowledge: technological literacy, intellectual working tools, processing and dissemination of information and as communication tools. As well as their motivations, interests and obstacles found in their development in order to develop proposals for initial training. We can conclude that, in general, students do not have a specific training on the use of computers. About the degree of knowledge in the different skills, the students know the most basic and commonly used (open or download a file, create or print a document, install a program or send an e-mail). They usually use the mail as a working tool, while the messaging and social networks are more used for leisure time. Their attitudes towards ICTs are very positive and their motivations are focused essentially on the technologies which are useful for improving their learning and for their professional future.
{"title":"Identificación del dominio de competencias digitales en el alumnado del grado de magisterio","authors":"M. P. Juste, Jorge Soto Carballo","doi":"10.14201/EKS.7466","DOIUrl":"https://doi.org/10.14201/EKS.7466","url":null,"abstract":"The Technologies of Information and Communication (ICT) become in the information society a change agent. In this context, ICTs should become teaching tools in order to help the teacher to achieve quality education. Being aware of the importance of the teachers' mastery of the digital skills, we have conducted a study about the mastery of the ICTs that the students in the third year of the degree of teacher training of the University of Vigo have. In order to do this we have taken into account the knowledge acquired, the frequency of use of certain tools, their level of proficiency in four areas of knowledge: technological literacy, intellectual working tools, processing and dissemination of information and as communication tools. As well as their motivations, interests and obstacles found in their development in order to develop proposals for initial training. We can conclude that, in general, students do not have a specific training on the use of computers. About the degree of knowledge in the different skills, the students know the most basic and commonly used (open or download a file, create or print a document, install a program or send an e-mail). They usually use the mail as a working tool, while the messaging and social networks are more used for leisure time. Their attitudes towards ICTs are very positive and their motivations are focused essentially on the technologies which are useful for improving their learning and for their professional future.","PeriodicalId":31520,"journal":{"name":"Voces de la educacion","volume":"22 1","pages":"336-362"},"PeriodicalIF":0.0,"publicationDate":"2010-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78091141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
La semantica es un elemento necesario en cualquier actividad de aprendizaje, independientemente del contexto en el que nos encontremos. Los entornos virtuales de formacion, como instituciones sociales mediadas por tecnologia, tienen tambien una semantica asociada, que muchas veces es poco valorada por las personas que los disenan. El componente semantico en estos entornos facilita la negociacion de significados, que debe ocurrir para que los estudiantes puedan apropiarse de conocimiento y asociarlo con alguno de los patrones semanticos que ya posee, o crear uno nuevo. Se muestran aqui los aspectos semanticos que deben estar presentes en los entornos virtuales de formacion, para situar al estudiante en el contexto semantico propuesto por el docente y que lo conduzca a un aprendizaje significativo.
{"title":"SEMANTIC ISSUES IN VIRTUAL LEARNING ENVIRONMENTS ASPECTOS SEMÁNTICOS EN LOS ENTORNOS VIRTUALES DE FORMACIÓN","authors":"Ana Vanessa Leguízamo León","doi":"10.14201/EKS.7082","DOIUrl":"https://doi.org/10.14201/EKS.7082","url":null,"abstract":"La semantica es un elemento necesario en cualquier actividad de aprendizaje, independientemente del contexto en el que nos encontremos. Los entornos virtuales de formacion, como instituciones sociales mediadas por tecnologia, tienen tambien una semantica asociada, que muchas veces es poco valorada por las personas que los disenan. El componente semantico en estos entornos facilita la negociacion de significados, que debe ocurrir para que los estudiantes puedan apropiarse de conocimiento y asociarlo con alguno de los patrones semanticos que ya posee, o crear uno nuevo. Se muestran aqui los aspectos semanticos que deben estar presentes en los entornos virtuales de formacion, para situar al estudiante en el contexto semantico propuesto por el docente y que lo conduzca a un aprendizaje significativo.","PeriodicalId":31520,"journal":{"name":"Voces de la educacion","volume":"1 1","pages":"284-302"},"PeriodicalIF":0.0,"publicationDate":"2010-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88150093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Educational researches and proposals should be founded on successful theories and projects recognized by the international scientific community. Based on this premise, we describe Learning Communities as an educational proposal that involves the implementation of theoretical perspectives with a dialogic and critical approach aimed at quality learning for everyone and at overcoming situations of inequality and exclusion. To this end, this article is structured into two distinct parts. The first discusses several theoretical proposals (while also contemplating interdisciplinarity) from the perspective of critical communication. The second part describes the educational experience of the Escuela de Personas Adultas of La Verneda de Sant Marti, the first Learning Community, as well as the processes to bring about the transformation of educational centers in Learning Communities, a proposal that is being disseminated by different countries based on the standpoint of critical communication pedagogy.
教育研究和建议应以国际科学界认可的成功理论和项目为基础。基于这一前提，我们将学习型社区描述为一种教育建议，它涉及到以对话和批判的方法实施理论观点，旨在为每个人提供高质量的学习，并克服不平等和排斥的情况。为此，本文分为两个不同的部分。第一部分从批判性传播的角度讨论了几个理论建议(同时也考虑了跨学科性)。第二部分描述了第一个学习型社区La Verneda de Sant Marti的Escuela de Personas Adultas的教育经验，以及在学习型社区中实现教育中心转型的过程，这是一个基于批判性传播教学法的观点正在被不同国家传播的建议。
{"title":"PEDAGOGÍA COMUNICATIVA CRÍTICA EN LOS CENTROS EDUCATIVOS","authors":"R. R. Mello, Rosa Larena","doi":"10.14201/EKS.3966","DOIUrl":"https://doi.org/10.14201/EKS.3966","url":null,"abstract":"Educational researches and proposals should be founded on successful theories and projects recognized by the international scientific community. Based on this premise, we describe Learning Communities as an educational proposal that involves the implementation of theoretical perspectives with a dialogic and critical approach aimed at quality learning for everyone and at overcoming situations of inequality and exclusion. To this end, this article is structured into two distinct parts. The first discusses several theoretical proposals (while also contemplating interdisciplinarity) from the perspective of critical communication. The second part describes the educational experience of the Escuela de Personas Adultas of La Verneda de Sant Marti, the first Learning Community, as well as the processes to bring about the transformation of educational centers in Learning Communities, a proposal that is being disseminated by different countries based on the standpoint of critical communication pedagogy.","PeriodicalId":31520,"journal":{"name":"Voces de la educacion","volume":"49 1","pages":"119-140"},"PeriodicalIF":0.0,"publicationDate":"2009-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79926486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Monografico con el titulo: 'Pedagogia critica del S. XXI'. Resumen basado en el de la publicacion
{"title":"The challenge and promise of critical pedagogy in the new information age : an interview with Henry Giroux. 'El reto y promesa de la pedagogía crítica en la nueva era de la información : una entrevista con Henry Giroux'","authors":"Henry A. Giroux","doi":"10.14201/EKS.3973","DOIUrl":"https://doi.org/10.14201/EKS.3973","url":null,"abstract":"Monografico con el titulo: 'Pedagogia critica del S. XXI'. Resumen basado en el de la publicacion","PeriodicalId":31520,"journal":{"name":"Voces de la educacion","volume":"353 1","pages":"243-255"},"PeriodicalIF":0.0,"publicationDate":"2009-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80071375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Monografico con el titulo: 'Pedagogia critica del S. XXI'. Resumen basado en el de la publicacion
{"title":"The role of working class (other women) in critical education. 'El papel de la clase trabajadora (otras mujeres) en la educación crítica'","authors":"Barbara Merrill","doi":"10.14201/EKS.3975","DOIUrl":"https://doi.org/10.14201/EKS.3975","url":null,"abstract":"Monografico con el titulo: 'Pedagogia critica del S. XXI'. Resumen basado en el de la publicacion","PeriodicalId":31520,"journal":{"name":"Voces de la educacion","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2009-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77936047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
La Pizarra Digital Interactiva (PDI) es un recurso de grandes posibilidades educativas para los docentes. En este articulo se presentan los resultados de distintas investigaciones que han analizado el uso de la PDI a traves de distintos programas de formacion docente en distintos niveles educativos y areas curriculares. A diferencia de otros recursos en los que el docente esta en un «segundo plano», una de las ventajas del uso de la PDI es la cercania al modelo tradicional de ensenanza en la que el profesor presenta los contenidos principales para pasar a las actividades de aprendizaje individuales y grupales. En la sociedad del conocimiento el docente debe adaptar su metodologia aprovechando la riqueza de los recursos que ofrece la red y que estan disponibles en el aula a traves de la PDI, asi como la creacion de recursos propios integrando objetos multimedia disponibles.
{"title":"LA PIZARRA DIGITAL INTERACTIVA COMO RECURSO DOCENTE","authors":"D. Gallego, M. Cacheiro, José Dulac","doi":"10.14201/EKS.7512","DOIUrl":"https://doi.org/10.14201/EKS.7512","url":null,"abstract":"La Pizarra Digital Interactiva (PDI) es un recurso de grandes posibilidades educativas para los docentes. En este articulo se presentan los resultados de distintas investigaciones que han analizado el uso de la PDI a traves de distintos programas de formacion docente en distintos niveles educativos y areas curriculares. A diferencia de otros recursos en los que el docente esta en un «segundo plano», una de las ventajas del uso de la PDI es la cercania al modelo tradicional de ensenanza en la que el profesor presenta los contenidos principales para pasar a las actividades de aprendizaje individuales y grupales. En la sociedad del conocimiento el docente debe adaptar su metodologia aprovechando la riqueza de los recursos que ofrece la red y que estan disponibles en el aula a traves de la PDI, asi como la creacion de recursos propios integrando objetos multimedia disponibles.","PeriodicalId":31520,"journal":{"name":"Voces de la educacion","volume":"25 4 1","pages":"127-145"},"PeriodicalIF":0.0,"publicationDate":"2009-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83398550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
O presente artigo assenta no pressuposto de que a utilizacao de uma Plataforma de Gestao da Aprendizagem (LMSs – Learning Management Systems) num dos modulos de um curso intensivo de Portugues Lingua Estrangeira (PLE), de nivel intermedio, para alunos em mobilidade pela Europa, ao abrigo do Programa ERASMUS, pode ser uma estrategia adequada para responder as necessidades diversificadas e as motivacoes dispares dos alunos que frequentam EILCs (ERASMUS Intensive Language Course), quer os promovidos e financiados pelas Agencias Nacionais do Programa Aprendizagem ao Longo da Vida quer os nao financiados, oferecidos por instituicoes de ensino superior e por centros de linguas por essa Europa fora. Consequentemente, apresentamos uma proposta de organizacao da plataforma para implementar um modulo de um EILC.
{"title":"¿LMS: ESTRATEGIA COMPLEMENTÁRIA DE APRENDIZAJE DE LENGUAS EN CURSOS INTENSIVOS?","authors":"T. Gonçalves","doi":"10.14201/EKS.15730","DOIUrl":"https://doi.org/10.14201/EKS.15730","url":null,"abstract":"O presente artigo assenta no pressuposto de que a utilizacao de uma Plataforma de Gestao da Aprendizagem (LMSs – Learning Management Systems) num dos modulos de um curso intensivo de Portugues Lingua Estrangeira (PLE), de nivel intermedio, para alunos em mobilidade pela Europa, ao abrigo do Programa ERASMUS, pode ser uma estrategia adequada para responder as necessidades diversificadas e as motivacoes dispares dos alunos que frequentam EILCs (ERASMUS Intensive Language Course), quer os promovidos e financiados pelas Agencias Nacionais do Programa Aprendizagem ao Longo da Vida quer os nao financiados, oferecidos por instituicoes de ensino superior e por centros de linguas por essa Europa fora. Consequentemente, apresentamos uma proposta de organizacao da plataforma para implementar um modulo de um EILC.","PeriodicalId":31520,"journal":{"name":"Voces de la educacion","volume":"3 1","pages":"243-271"},"PeriodicalIF":0.0,"publicationDate":"2009-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74125140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
El estudio tiene como proposito principal conocer las actitudes, la satisfaccion, el rendimiento academico, y los usos de las herramientas de comunicacion online en los alumnos que participan en procesos de formacion Blended Learning. Una metodologia cuantitativa y cualitativa de recogida y analisis de datos (cuestionarios, grupos de discusion y analisis de la comunicacion online) fue utilizada para comprender como se desarrolla este nuevo proceso de formacion en 334 estudiantes universitarios. Estos mostraron tener una actitud positiva hacia Internet, y la modalidad se presento como satisfactoria para los alumnos, y aumento tambien su rendimiento academico. Los resultados revelaron que, los usos que hacen los alumnos de los foros de discusion estaban destinados, fundamentalmente, hacia aspectos sociales e informales.
{"title":"Actitudes, satisfacción, rendimiento académico y comunicación online en procesos de formación universitaria en blended learning","authors":"Julio Cabero Almenara, M. C. L. Cejudo","doi":"10.14201/EKS.15727","DOIUrl":"https://doi.org/10.14201/EKS.15727","url":null,"abstract":"El estudio tiene como proposito principal conocer las actitudes, la satisfaccion, el rendimiento academico, y los usos de las herramientas de comunicacion online en los alumnos que participan en procesos de formacion Blended Learning. Una metodologia cuantitativa y cualitativa de recogida y analisis de datos (cuestionarios, grupos de discusion y analisis de la comunicacion online) fue utilizada para comprender como se desarrolla este nuevo proceso de formacion en 334 estudiantes universitarios. Estos mostraron tener una actitud positiva hacia Internet, y la modalidad se presento como satisfactoria para los alumnos, y aumento tambien su rendimiento academico. Los resultados revelaron que, los usos que hacen los alumnos de los foros de discusion estaban destinados, fundamentalmente, hacia aspectos sociales e informales.","PeriodicalId":31520,"journal":{"name":"Voces de la educacion","volume":"2 1","pages":"172-189"},"PeriodicalIF":0.0,"publicationDate":"2009-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80037466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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